Foundations for early mathematics skills: The interplay of approximate number system, mapping ability, and home numeracy activities

This study investigated the conceptual framework of how approximate number system (ANS), mapping ability, and home numeracy activities together contribute to the development of children's early mathematics skills. Participants were 110 children (58 boys) and their mothers. Children were individually tested on ANS, and their mothers completed the questionnaire of home numeracy activities. One year later, children were administrated the test of intelligence, a test of mapping ability, and the Test of Early Mathematical Ability-3 (TEMA-3). Results indicated that ANS and home numeracy activities directly predicted informal mathematics skills and indirectly predicted formal mathematics skills through mapping ability.